Opportunities to learn mathematics for students with intellectual disability in special education schools

Abstract

In recent years, the right to quality and inclusive education, especially for people with disabilities, has been ratified and the emphasis has been placed on teaching that involves students in meaningful and high-quality mathematical experiences. However, there is little research on what are the mathematical learning opportunities that are provided to students who have some type of intellectual disability. In this scenario and in order to characterize this type of opportunity offered in special schools, a multiple case study of eight courses in the first basic cycle of different Chilean schools was carried out. For this, data were collected through the registration and analysis of the content of the mathematical tasks in supports such as notebooks, worksheets and evaluations of four students from each of the eight basic education courses that make up this study. The analysis focused on the categorization by content axes, curricular objectives, mathematical skills and cognitive demand involved in the tasks. The results indicate that the mathematical learning opportunities are focused on the development of the first and second basic learning, almost exclusively in the Numbers and operations topics, whose tasks promote the development of medium complexity skills and with a strong procedural nature. It is concluded that students from special schools have few opportunities to access varied mathematical notions and develop complex skills through rich and challenging tasks, thus limiting their participation and personal development.